Speech is not an innate ability of a person; it is formed gradually, along with the development of the child. The normal development of phonemic processes is of great importance for the process of formation and development of speech: on its basis, children learn to identify phrases in the speech of others, understand the meaning of a word, distinguish between paronymous words, and relate them to specific objects, phenomena, and actions.
Phonemic awareness includes: phonemic hearing, phonemic awareness, phonemic analysis and synthesis. First of all, it is necessary to clarify these concepts.
L.S. Volkova and E.F. Akhutina reveals the concept of “phonemic hearing” as follows: “...a subtle, systematized hearing that has the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of a word.”
Phonemic hearing, being part of physiological hearing, is aimed at correlating and comparing audible sounds with their standards, which are stored in a person’s memory in an ordering manner - in the “phoneme lattice”.
The concept of “phonemic hearing” should be distinguished from the concept of “phonemic perception”.
In the dictionary edited by V.I. Seliverstov gives the following definition: “Phonemic hearing is a person’s ability to analyze and synthesize speech sounds, i.e. hearing, which provides the perception of phonemes of a given language.” This definition rather refers to the term “phonemic perception,” and Volkova’s term more accurately reveals the content of this concept.
Next, you need to define what phonemic awareness is. This term is most fully disclosed in Speech Therapy, edited by L.S. Volkova, where it is defined as follows: “special mental actions to differentiate phonemes and establish the sound structure of a word.” This definition covers both phoneme discrimination and phonemic analysis, synthesis and representation, i.e. everything that is included in the structure of phonemic perception.
D.B. Elkonin defines phonemic perception as “hearing individual sounds in a word and the ability to analyze the sound form of words when they are spoken internally.” He points out: “By sound analysis we mean:
1. determining the order of syllables and sounds in a word,
2. establishing the distinctive role of sound,
3. highlighting the main qualitative characteristics of sound.”
D.B. Elkonin identified phonemic analysis from phonemic perception, including:
1. finding out the order of phonemes in a word;
2. establishing the distinctive function of phonemes;
3. highlighting the main phonemic oppositions characteristic of a given language.
In the textbook L.S. Volkova defines the terms phonemic analysis and synthesis together as “mental actions for the analysis and synthesis of the sound structure of a word.” This definition does not fully reveal the essence of these processes and requires addition. By phonemic analysis we mean mental actions to analyze the sound structure of a word - decomposing it into a sequential series of sounds, counting their number, classification. Similarly, by phonemic synthesis we will understand mental actions to synthesize the sound structure of a word - the merging of individual sounds into syllables, and syllables into words.
Unfortunately, it was not possible to find a definition of the concept of “phonemic representations” from any of the scientists working on this problem.
Phonemic representations are formed in children as a result of observations of various variants of phonemes, their comparison and generalization. This is how constant phonemic representations are formed - the ability to perceive each speech sound in various variants of its sound as identical to itself. A phonemic understanding of the sound composition of a language is formed in a child on the basis of the acquired ability to hear and distinguish sounds (phonemic hearing), identify sounds against the background of a word, and compare words by identified sounds (phonemic analysis).
Phonemic perception in the process of ontogenesis goes through certain stages of its development.
So, for example, E.N. Vinarskaya distinguishes two levels of speech perception.
The first level is phonetic (sensorimotor) - distinguishing speech sounds by ear and transforming them into articulatory images based on the preservation of acoustic and kinesthetic analysis.
The second level is phonological (linguistic) phonemic recognition of speech, establishing the sequence of sounds and their quantity.
N.H. Shvachkin also identified two periods in the development of children's speech. Speech of the first period is pre-phonemic, prosodic speech, speech of the second period is phonemic. The author determined that the sequence of distinguishing speech sounds goes from distinguishing contrasting sounds to distinguishing increasingly similar sounds.
Children distinguish oppositional sounds gradually:
Initially, the child distinguishes the most roughly opposed sounds - vowels and consonants, but within these groups there is broad generalization: the consonants are not yet distinguished at all, and among the vowels the most phonetically powerful and easily articulated sound [a] stands out; it is contrasted with all other vowel sounds, which are also not differentiated from each other;
Next, differentiation occurs “within” the vowels - [i-u], [e-o], [i-o], [e-u]; later than the others, he begins to distinguish high-frequency vowels [ee], low-frequency sounds [u-o]; sound [s] is more difficult to perceive;
Then oppositions are formed “within” the consonants: determining the presence or absence of a consonant sound in a word as a broadly generalized sound, the subsequent distinction between sonorant and noisy ones; hard - soft; plosives - fricatives; deaf - voiced; whistling - hissing.
Later, in the process of developing phonemic perception, the child learns the differentiation of sibilant sibilants, smooth sibilants, and i (th). Hissing and whistling sounds in the speech of children appear late, due to their similarity in their articulatory characteristics, and differ only in the subtle differentiation of movements of the anterior part of the back of the tongue.
R.E. Levina notes that the distinction between the lightest-sounding phonemes is established first, gradually spreading to acoustically closer sounds. Gradually, the child masters phonemes that differ little from each other in their acoustic properties (voiced-voiceless, hissing, whistling, R and L, etc.). The path of phonetic development of speech ends only when all the phonemes of a given language are mastered.
A.N. Kornev identifies the following stages in the formation of phonemic perception:
1) pre-phonetic stage - a complete lack of differentiation of the sounds of surrounding speech, speech understanding and active speech capabilities;
2) the initial stage of mastering the perception of phonemes: the acoustically most contrasting phonemes are distinguished and similar ones are not distinguished by differential characteristics.
The word is perceived globally and is recognized by its general sound “appearance” based on prosodic features (intonation and rhythmic characteristics);
3) children begin to hear sounds in accordance with their phonemic characteristics. The child can distinguish between correct and incorrect pronunciation. However, an incorrectly pronounced word is still recognized;
4) correct images of the sound of phonemes predominate in perception, but the child continues to recognize the incorrectly pronounced word. At this stage, the sensory standards of phonemic perception are still unstable;
5) completion of the development of phonemic perception. The child hears and speaks correctly, and ceases to recognize the meaning of the incorrectly pronounced word. Until this point, the child’s phonemic development normally occurs spontaneously in the presence of optimal conditions in the speech environment. With the start of school (or still in kindergarten), thanks to directed training, he takes another step in the development of his linguistic consciousness.
Thus, mastery of sound speech occurs on the basis of acoustic discrimination of phonemes and the establishment of those phonemic relationships that are formed in the process of mastering speech.
As for the differential features underlying the subsequent acquisition of sounds in the act of speech, they are of an articulatory nature.
The level of development of children's phonemic hearing influences the mastery of sound analysis. Phonemic analysis is a more complex function of the phonemic system. Phonemic analysis includes identifying sounds against the background of a word, comparing words based on the selected sounds, and determining the quantitative and consistent sound composition of a word.
Phonemic analysis not only recognizes and distinguishes words, but also pays attention to the sound composition of the word. Even with the most elementary types of phonemic analysis, words are compared by sound, sounds are isolated from the background of the word, etc. In the process of ontogenesis, the development of phonemic analysis occurs gradually. Simple forms of phonemic analysis arise spontaneously during the development of oral speech in preschool age. Complex forms (determining the quantitative and consistent sound composition of a word) are formed in the process of special training.
There are several periods in the formation of phonemic representations. At the first stages (from one to three years), phonemic representations develop in accordance with their own incorrect pronunciation. In the process of further development, the child masters the ability to not always take into account the articulation of sounds, i.e. the speech-auditory analyzer is freed from the inhibitory influence of speech-motor analysis.
Thus, the development of all phonemic functions in the process of ontogenesis goes through certain stages of its development.
In the first weeks of the child, auditory attention is actively formed. A child, hearing the sound of a human voice, stops sucking at his mother's breast and stops crying when they start talking to him. Towards the end of the first month of life, a baby can be soothed with a lullaby. By the end of the third month of life, he turns his head towards the speaker and follows him with his eyes.
Simultaneously with the development of hearing, the child develops vocal reactions: various sounds, various sound combinations and syllables. At 2-3 months. The child begins to hum at 3-4 months. - babble.
During the period of babbling, the child repeats the visible articulation of the adult’s lips and tries to imitate. Repeated repetition of the kinesthetic sensation from a certain movement leads to the consolidation of the motor skill of articulation.
From the sixth month, the child, by imitation, pronounces individual sounds, syllables, adopts the tone, tempo, rhythm, melody and intonation of speech. By the end of the first year of life, the word for the first time begins to serve as an instrument of communication, acquires the character of a linguistic means, and the child begins to respond to its sound shell (phonemes included in its composition).
Further, phonemic development occurs rapidly, constantly ahead of the child’s articulatory capabilities, which serves as the basis for improving pronunciation. By the end of the first year of life, the word becomes an instrument of communication, when the child begins to respond to its sound shell - the phonemes that make up its composition. Next is phonemic development. N.H. Shvachkin notes that by the end of the second year of life, the child uses phonemic perception of all sounds of his native language.
Around the beginning of the third year of life, the child acquires the ability to distinguish all speech sounds by ear, and, according to well-known researchers of speech hearing in children, the child’s phonemic hearing turns out to be sufficiently formed.
By the age of four, a child should normally differentiate all sounds, i.e. he must have developed phonemic perception. By this time, the child has completed the formation of correct sound pronunciation.
By the age of five, children's phonemic processes improve: they recognize sounds in a stream of speech and can choose a word for a given sound.
By the age of six, children are able to correctly pronounce all the sounds of their native language and words of various syllable structures. A well-developed phonemic ear allows a child to identify syllables or words with a given sound from a group of other words and differentiate phonemes that are similar in sound. At the age of 6 years, children generally speak correctly, but still a significant number of them have phonetic speech defects (distortions, often substitutions of sounds).
Through analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. Lack of analysis or synthesis affects the development of pronunciation as a whole. However, if the presence of primary phonemic hearing is sufficient for everyday communication, then it is not enough for mastering reading and writing. A.N. Gvozdev, N.Kh. Shvachkin, G.M. Lyamina, V.I. Beltyukov proved that it is necessary to develop higher forms of phonemic hearing, in which children could divide words into component sounds, establish the order of sounds in a word, i.e. analyze the sound structure of a word.
D.B. Elkonin called these special actions of analyzing the sound structure of words phonemic perception.
Sound-syllable analysis involves separating the sound shell of a word from its meaning, isolating in it further indecomposable units and the order of their study, comparing the sound forms of words and clarifying their similarities and differences, correlating the latter in the meanings of words with unequal phonemic composition.
A.N. Gvozdev notes that “although the child notices the difference in individual sounds, he cannot independently decompose words into sounds.” Indeed, independently identifying the last sound in a word, several vowel sounds at the same time, establishing the position of a given sound or the number of syllables is hardly possible for a child without the help of adults. And it is very important that this assistance is qualified, reasonable, and timely.
For the normal development of phonemic hearing, it is necessary, first of all, anatomical and physiological integrity, and, secondly, the presence of a healthy speech background. After all, the sound structure of a word is a combination of two processes: on the one hand, phonemic hearing, on the other hand, the ability to correctly pronounce sounds. If phonemic hearing is impaired, there is a fairly high probability of a violation of the pronunciation function, i.e., articulation. And vice versa, if the possibility of correct sound pronunciation is impaired, phonemic hearing is impaired as a consequence.
Conclusion: In ontogenesis, the development and formation of phonemic processes occurs gradually. In mastering speech, the main role belongs to phonemic hearing.
Phonemic hearing is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic processes are formed in the period from one to four years, sound analysis - at a later age. . In children of senior preschool age, phonemic hearing is well developed, it allows the child to identify syllables or words with a given sound from a group of other words, to differentiate phonemes that are similar in sound.
Phonemic perception is the process of listening to certain phonemes, regardless of positional overtones. The physiological basis is complex conditioned reflex connections. Phonemic analysis is the mental process of decomposing the whole into its component parts (sentence - words - syllables - sounds) or the mental isolation of individual phonemes, establishing the relationship of the part to the whole, to other parts of the whole and its constituent elements. Phonemic representations are sound images of phonemes that were previously perceived by a person and do not currently affect his senses. The physiological basis is the result of the activity of not one, but two or more analyzers. Phonemic synthesis is the mental process of combining parts into a whole. The process is opposite to analysis, but they are closely interrelated and inseparable from each other.
Variants of external defects in the pronunciation of speech sounds: Complete absence of sound Complete replacement of one speech sound with another, usually simpler in articulation Mixing in speech of two correctly pronounced sounds Distorted pronunciation of the sound In this case, he says “fish” instead of “fish” and “lamp” instead "lamp". Occurs at a later age (after 5-6 years). The child says “lryba” instead of “rryba” and “saba” instead of “fur coat”, but these substitutions are observed at a later age. A child who knows how to pronounce both sounds correctly and has already emerged from the period of “age-related tongue-tiedness” does not always use them correctly in speech (he says either “fish” or “fish”). In this case, the sound is not absent from the child’s speech and is not replaced by another sound - the child pronounces the sound P, but pronounces it distorted.
Speech therapy work on the development of phonemic perception in children N.A. Cheveleva conventionally divides into six stages: Recognition of non-speech sounds differentiation of phonemes differentiation of syllables discrimination of identical words, phrases, sound complexes and sounds by pitch, strength and timbre of voice discrimination of words similar in sound composition development of elementary sound analysis
Games to develop phonemic awareness GUESS WHAT IT SOUNDS. Visual material: drum, hammer, bell, screen. The teacher shows the children a toy drum, bell, and hammer, names them and asks them to repeat. When the kids remember the names of the objects, the teacher suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the specified objects. What does it sound like? - he asks the children. The children answer, and the teacher again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.
WONDERFUL BAG. Visual material: a bag, small toys depicting baby animals: duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc. All the toys listed above are put in a bag. The teacher, holding a bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out, show it to everyone and name it loudly. The teacher ensures that the children name the toy correctly and clearly. If anyone finds it difficult to answer, the teacher prompts him.
SELECT SIMILAR WORDS. The teacher pronounces words that sound similar: cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that sound similar to it. The teacher makes sure that the children choose the words correctly and pronounce them clearly, cleanly, and loudly.
Game “MAKE A WORD” Purpose of the game: development of sound analysis and synthesis. Objectives: -learn to highlight the initial sound in a word. -learn to synthesize words from given sounds. - learn to create a sound diagram of a word. -learn to denote a sound with a letter. Progress of the game: Option 1: The child names the first sound of each word and draws an icon under the picture indicating a vowel or consonant (soft or hard) sound. Option 2: The child names the first sound of each word and writes the letter denoting this sound under the picture.
“DINOSAUR” GOAL: “Development of sound-letter analysis” TASKS: -Learn to highlight the first letter in a word. -Learn to find the common letter in words. -Develop visual attention and thinking. INSTRUCTIONS: Guide the dinosaur to the house so that along the way he encounters words starting with the same letter. Game “SOUND BUBBLES” GOAL: “Development of phonemic hearing” OBJECTIVES: -Learn to identify a sound against the background of a word. -Learn to differentiate sounds that are similar in acoustic-articulatory characteristics. -Learn to correlate sounds with letters. -Develop thinking. INSTRUCTIONS: Help the Sound Tubbies catch the balls with your sound.
In the world of sounds (phonemics) (we develop phonemic hearing, attention, memory) Description: This game is very similar to traditional walking games with cubes and chips, where the winner is the one who reaches the finish line first. But "Phonematics" is also an educational game. Parents, teachers, and speech therapists can use it for classes with children. With the help of this game you can determine and improve the state of phonemic hearing in a child. By moving the chip across the playing field and getting to different cells, the baby will receive tasks: name the initial or final sound of the word that denotes the object drawn on the card, choose a rhyme for a particular word. The game is suitable for children of different ages (from 2 to 10 years). The rules offer various options for playing the game for children of different age categories. Technical description: Contents: field, 42 cards, 84 small cards, 4 chips, dice, rules. Packaging - cardboard, package size 33*22*2.8 cm.
PHONEMATIC PROCESSES AND WAYS FOR THEIR CORRECTION IN JUNIOR SCHOOLCHILDREN
Chistyakova E.V. teacher-methodologist, speech therapist of the highest category,
Department of Education of the Administration of Makeevka, Donetsk Region.
Language is a means of communication between people due to its material sound nature. Mastering the sound system of speech is the basis on which mastery of language as the main means of communication is built.
The acquisition of the sound side of a language involves two interrelated processes: process of development of the pronunciation side of speech And the process of developing the perception of speech sounds.
A child’s early understanding of words and phrases spoken by an adult is based not on the perception of their sound composition, but on capturing the general rhythmic and melodic structure of the word or phrase. The word at this stage is perceived by the child as a single undivided sound, having a certain rhythmic and melodic structure. The period of prephonemic speech development lasts up to one year, then is replaced by a period of phonemic speech development.
The immaturity of phonemic hearing in children entails difficulties in the formation of phonemic perception, without which the development of its highest level is impossible - sound analysis, mental division into component elements (phonemes) of different sound combinations: sounds, syllables, words, which will subsequently cause reading and writing disorders .
The difference between phonemic awareness and sound analysis is as follows:
phonemic awareness does not require special training, but sound analysis does;
phonemic perception, which is based on phonemic hearing, is the first step in the progressive movement towards mastering literacy, sound analysis is the second.
Another important factor: phonemic perception is formed in the period from one year to 4-5 years, sound analysis - after 4-5 years.
And finally, phonemic awareness is the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis is the ability to distinguish the same in order to reproduce sounds in written form.
Thus, phonemic awareness is a fundamental component of competent writing and reading.
Phonemic hearing - this is a subtle, systematized hearing that allows you to distinguish and recognize the phonemes of your native language that make up the sound shell of a word. Phonemic hearing, being part of physiological hearing, develops from birth to 5 years and is the basis for understanding the speech of another person, controlling one’s own speech, and writing competently in the future.
L.S. Vygotsky introduced the term "phonemic hearing" , which included 3 speech operations:
the ability to hear whether a given sound is in a word or not;
the ability to distinguish words that contain the same phonemes arranged in different sequences;
the ability to distinguish words that sound similar but have different meanings.
Signs of phonemic hearing disorders:
violations of sound pronunciation (replacement and mixing of sounds);
violations of the sound structure of a word, which manifest themselves in errors in sound analysis (omission of vowels and consonants, syllables; insertions of letters; rearrangements of letters, syllables);
disturbances in the differentiation of sounds by ear that have acoustic-articulatory similarities, manifested in the replacement and mixing of sounds, and in writing in the mixing of letters.
D.B. Elkonin introduced the term "phonemic awareness" by which we mean the ability to distinguish individual sounds of speech by ear and determine the sound composition of a word. How many syllables are in the word MAC? How many sounds does it have? What consonant sound comes at the end of a word? What is the vowel sound in the middle of a word? While searching for the most effective method of teaching children to read and write, he noticed that to master these skills, one thing is not enough. phonemic hearing.
Children need special training phonemic awareness, which includes 3 operations:
the ability to determine the linear sequence of sounds in a word;
the ability to determine the position of a sound in a word in relation to its beginning, middle or end;
awareness or counting of the number of sounds in a word.
Unformed phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it makes it difficult to master syllabic and sound-letter analysis, without which full reading and writing are impossible.
If you have any concerns about your child’s lack of development of phonemic perception, you should first check the child’s physical hearing. After making sure that it is not reduced, you can move on to correcting phonemic perception.
Development phonemic processes includes:
development of the ability to hear a sound and distinguish it from other sounds, syllables, words;
developing the ability to divide words into sounds;
developing the ability to combine individual sounds into syllables and words;
development of the ability to compare words that differ in one sound.
In the work on the formation of phonemic perception, the following stages can be distinguished:
Stage I – recognition and discrimination of non-speech sounds.
Distinguishing non-speech sounds by ear is the basis for the development of phonemic hearing.
Game "Guess what sounded."
Listen carefully with your child to the sound of water, the rustle of a newspaper, the clinking of spoons, the creaking of a door and other everyday sounds. Invite your child to close his eyes and guess what it sounded like?
Game "Blind Man's Bluff".
The child is blindfolded and moves towards the ringing bell, tambourine, or whistle.
Game "Let's Clap" The child repeats the rhythmic clapping pattern. For example, two claps, pause, one clap, pause, two claps. In a more complicated version, the baby repeats the rhythm with his eyes closed.
Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases.
Game "Find out your voice."
Record on tape the voices of loved ones and the voice of the child himself. Ask him to guess who is speaking.
Game "Three Bears".
The child guesses which character in the fairy tale the adult speaks for. A more complex option - the child himself speaks for the three bears, changing the pitch of his voice.
Stage III – distinguishing words that are similar in their sound composition.
Game "Listen and choose". In front of the child are pictures with words that sound similar ( com, catfish, scrap, house ). The adult names the object, and the child picks up the corresponding picture.
Game "True or False". The adult shows the child a picture and names the object, replacing the first sound (forota, korota, gates, morota). The child claps his hands when he hears the correct pronunciation.
Stage IV - differentiation of syllables.
Game "Clapping". The adult explains to the child that there are short and long words. He pronounces them, dividing them into syllables intonationally. Together with the child he pronounces words (pa-pa, lo-pa-ta, ba-le-ri-na), clapping the syllables. A more complex option is for the child to independently indicate the number of syllables in a word.
Game "What's extra?" An adult pronounces a series of syllables “pa-pa-pa-ba-pa”, “fa-fa-wa-fa-fa”. The child claps when he hears an “extra” syllable.
Stage V – differentiation of phonemes.
You should definitely start with differentiating vowel sounds. Explain to the child that words are made up of sounds, and play sounds with him: Children are given pictures depicting a train, a girl, a bird... and explain: “The train is humming ooo; the girl is crying aaa; the bird is singing eee; the mosquito is ringing - zzzz, the wind is blowing - ssss." Next, the adult pronounces the sound for a long time, and the children pick up the corresponding pictures, guessing who (what) makes it.
Game "Raise your hand". The adult pronounces a series of sounds, and the child raises his hand when he hears the given phoneme. “Which sound do we hear most often? “Senya and Sanya have a catfish with a mustache in their nets.”
Stage VI – development of basic sound analysis skills.
A game
“So many sounds.”
An adult names one, two, three sounds, and the child identifies and names their number by ear.
Game "Guess the word".
The child is given words with a missing sound - he needs to guess the word. For example, the sound “l” escaped from the words (hundred..., ...ampa, jump...ka).
It is important to take these exercises seriously, devoting enough time and attention to them, while not forgetting that your activities should become attractive and interesting for the child.
Why does a child need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words.
How to develop phonemic hearing in a child? The best way to do this is in the game.
When is the best time to develop phonemic awareness in children? There is a concept in psychology sensitive age - this is a period of optimal timing for the development of certain aspects of the psyche, during which the developing organism is especially sensitive to certain types of influences. At the age of 4-5 years, children are most susceptible to the development of phonemic awareness.
By paying due attention to the development of phonemic hearing, as the basis for the development of phonemic perception, you will make it easier for your child to master correct sound pronunciation, and in the future, reading and writing.
Behind the apparent simplicity, the process of reading and writing is very complex.
First, the child must isolate the desired sound from the word. Then remember which letter represents this sound. Then imagine what this letter looks like, how its elements are located in space. After which the brain “gives a command” to the hand, which performs the correct movements with a ballpoint pen. At the same time, the student must remember which rule needs to be applied in writing at this moment.
The exercises we presented for the development of sound analysis and synthesis, as the highest stage in the development of phonemic perception, will contribute to the development of literate writing in children.
Exercises For development phonemic analysis and synthesis
From the written word, form a chain of words in such a way that each subsequent word begins with the last sound of the previous word: to m-m A To-To O T-T opo R-R uka.
Dice game. When throwing a dice, come up with a word consisting of as many sounds as there are dots on its top face.
The word is a mystery. Write 1 letter of the word and put dots in place of the remaining letters. If the word is not guessed, the 2nd letter is written, etc.
Determining the number of sounds in a word and their sequence. (How many sounds are in the word “faucet”? Which one is 1, 2, 3, 4?)
Coming up with words with a certain number of sounds.
Recognition of words presented to the child in the form of sequentially pronounced sounds (What word will come from these sounds: k-o-t?)
Formation of new words by “building up” sounds. (Add a sound to the word “mouth” to make a new word? Mole-grot; steam-park)
Formation of new words by replacing the first sound in a word with some other sound. (House-som-lom-com-Tom).
Formation of as many words as possible from the sounds of a given word, TRACTOR - cancer, so, from, rock, current, cat, who; company, bark, cake, court.
Select pictures whose titles contain 4-5 sounds.
Insert missing letters into words: vi.ka, di.an, ut.a, lu.a, b.nt.
Choose words in which the given sound would be in 1st, 2nd, 3rd place ( w uba, oh w and, to w ka).
Compose words of different sound-syllable structure from the letters of the split alphabet: (himself, nose, frame, fur coat, cat, jar, table, wolf).
Select words with a certain number of sounds from the sentences, name them orally and write them down.
Add different numbers of sounds to the same syllable to make a word: pa-steam, pa-a park, pa-sail.
Find words for each sound. The word is written on a piece of paper. For each letter, choose a word that begins with the corresponding sound. Words are written in a certain sequence: first words with 3 letters, 4, 5, etc.
| ROSE | CORNER | BOWL | PORRIDGE | STORK |
| SLEEVE | STREET | CASE | CRUST | ASTER |
P ………. (yogurt).
Write the letter in the box: RA□, KA□A.
These recommendations can be used by speech therapists of educational organizations in classes with primary schoolchildren who have phonemic perception disorders, and by speech pathologists with students in correction classes. Also, they can be used by primary school teachers in the development of sound-letter analysis and synthesis in children in order to prevent dysgraphia and dyslexia.
Literature:
Efimenkova L.N. Correction of oral and written speech of primary school students. M. Education, 1991
Efimenkova L.N. Correction of errors caused by immature phonemic perception. Didactic material on correction of written speech. M. Book lover, 2008
Kozyreva L.M. “Riddles of sounds, letters, syllables.” Notebook for speech therapy classes No. 1, Yaroslavl: Academy of Development, 2006.
Sadovnikova I.N. Impaired written speech in primary schoolchildren. M.: Education, 1983.
Tkachenko T.A. Formation of sound analysis and synthesis skills. Album for individual and group lessons with children 4-5 years old. M.: Publishing House GNOM and D, 2005.
Tkachenko T. A. Speech therapy notebook. Development of phonemic awareness and sound analysis skills. – St. Petersburg: DETSTVO-PRESS, 2000.
Yastrebova A.V. Correction of speech disorders in secondary school students. M.: Education, 1984.
Good speech is the most important condition for the comprehensive, full development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. A child’s full speech is an indispensable condition for his successful education at school. Therefore, it is very important to eliminate all deficiencies in preschool age, before they turn into a persistent, complex defect. In addition, it is important to remember that it is during the preschool period that the child’s speech develops most intensively, and most importantly, it is the most flexible and pliable. Therefore, all types of speech disorders can be overcome more easily and quickly.
The main structural components of speech are: sound composition, active and passive vocabularies and grammatical structure. Phonetics studies the sound composition of speech. The theory and practice of speech therapy work convincingly prove that developed phonemic processes are an important factor in the successful development of the speech system as a whole. Violation of phonemic perception leads to the fact that the child does not perceive by ear (does not differentiate) speech sounds that are close in sound or similar in articulation, as a result of which his sound pronunciation is impaired. His vocabulary is not replenished with words that contain sounds that are difficult to distinguish. The child gradually begins to lag behind the age norm. For the same reason, the grammatical structure is not formed to the required extent. It is clear that with insufficient phonemic perception, many prepositions or unstressed endings of words remain “elusive” for the child. Only with systematic work on the development of phonemic processes, children perceive and distinguish the endings of words, prefixes, common suffixes, identify prepositions in a sentence, etc., which is so important when developing reading and writing skills. The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy learning.
One of the most important conditions for the effective development of reading and writing skills is a certain level of development of phonemic processes. Phonemic processes include:
Phonemic hearing is the ability for auditory perception of speech and phonemes. Phonemic hearing is of utmost importance for mastering the sound side of a language; phonemic perception is formed on its basis.
Phonemic perception is the process of listening to certain phonemes, regardless of positional overtones.
Phonemic analysis is the mental process of isolating individual phonemes.
- Phonemic synthesis is the mental process of combining parts into a whole.
Phonemic representations are sound images of phonemes that were previously perceived by a person and do not currently affect his senses.
Signs of a violation of phonemic processes are:
Violations of sound pronunciation (replacement and mixing of sounds).
Violations of the sound structure of a word, which manifests itself in errors in sound analysis (omission of vowels and consonants, syllables; insertions of sounds; rearrangement of sounds, syllables).
Impaired differentiation of sounds by ear that have acoustic-articulatory similarities, manifested in the replacement and mixing of sounds, and in writing in the mixing of sounds.
Overcoming violations of phonemic processes is one of the main directions of speech therapy work in the process of correcting various speech disorders.
The main tasks of the development of phonemic processes are the following:
Learning the ability to identify sound in someone else’s and one’s own speech.
Formation of phonemic representations based on phonemic perception, analysis and synthesis.
Development of control and self-control skills of sound pronunciation.
The problem of developing phonemic hearing in children has become one of the most pressing in modern speech therapy. Many researchers have pointed out the importance and necessity of timely formation of auditory attention and phonemic hearing in children with speech pathology: V.I. Beltyukov, G.I. Zharenkova, G.A. Kashe, V.A. Kovshikov, R.I. Lalaeva, R.E. Levina, N.A. Nikashina, A.D. Salakhova, L.F. Spirova, T.B. Filicheva, M.E. Khvattsev, G.V. Chirkina and etc.
The development of phonemic hearing in preschool children will be effective if:
- Select didactic games based on thematic characteristics - sound, syllable, word;
- Build work according to the following principles for selecting didactic games:
- on the development of phonemic perception;
- on the development of phonemic representations;
- to develop basic skills in phonemic analysis and synthesis.
The system of game techniques of work, built taking into account the development of phonemic perception in preschool children, can be used at all stages of frontal and individual speech therapy classes, including those stages that are usually not used for the development of phonemic perception (organizational moment, articulation, breathing, finger gymnastics, dynamic pauses).
Games to develop phonemic awareness in children
1. DEVELOPMENT OF AUDITORY PERCEPTION, ATTENTION, MEMORY
Work on the perception of non-speech sounds begins with working with pictures, toys and their actions:
Game "Tell me what you hear?"
Target: development of auditory perception, differentiation of non-speech sounds.
Equipment: glasses (with water and empty), jars of cereals, foil, wooden and metal spoons, screen.
Game description: The speech therapist shows and names objects, demonstrates their sound. The speech therapist behind the screen performs various actions with objects (pouring water, pouring cereal...). The child must determine what he hears (the rustling of paper, the sound of pouring water, etc.)
With this game you can start a lesson on the topic “Formation of ideas about sounds.” The speech therapist can ask children to identify what they are hearing. The one who answers correctly sits down. This way, every child will take part in the game.
Game “Decorate the Carpet”
This game is intended for children 5–7 years old.
Purpose of the game: development of phonemic hearing, the ability to identify the first sounds in words and find the corresponding color symbols for circles and other geometric shapes; enrichment of vocabulary and speech development.
Children have empty rugs (blank sheets of whatman paper measuring 20 x 15, divided into 12 cells) and a set of circles in 7 colors (red, blue, cyan, yellow, black, white, green). The teacher invites the children to decorate the carpet with a multi-colored pattern of circles. He names the word, and the children place on the first cell (upper left square) the circle whose color matches the beginning or ending sound of the word that the teacher pronounces. For example: word - grid - blue circle, strawberry - green circle, cow - red circle, etc. The pattern on the rug is made vertically - from top to bottom or in columns. After the pattern on the rug is drawn up by the children, the teacher shows his sample rug and asks them to compare whether the pattern is drawn up correctly. The one who made a pattern that matches the sample wins.
Game "In the world of sounds"
Target: development of auditory attention, differentiation of non-speech sounds.
Game description: The speech therapist invites children to close their eyes and listen to what is happening in kindergarten.
This game can be used to complete a lesson on the topic “Formation of ideas about sounds.” Summarizing the lesson, the speech therapist can offer the children this game, and then ask how they can call in one word everything they heard (these are sounds).
Game "Guess who's screaming"
Target: development of auditory attention, differentiation of non-speech sounds.
Equipment: toys or pictures depicting pets familiar to the child, tape recorder, recording of animal voices.
Game description: The speech therapist shows prepared pictures or toys, turning on a recording with the voices of the corresponding animals. Then he asks them to listen and guess who will come to visit them. The speech therapist plays a recording of animal voices, changing the order in which they are presented. The child guesses who it is.
This game can be offered at the organizational moment of an individual lesson on the topic “Development of speech perception.” The speech therapist invites the child to listen carefully and guess who came to visit us with Masha.
Game "Meet guests"
Target: development of auditory perception, differentiation of onomatopoeia.
Equipment: hats with ears of different animals.
Guests (three or four) are selected from the children, and they are given hats with ears of different animals. They go behind the screen, take turns making sounds behind the screen, and the children guess who will appear. Having gathered, the guests dance as best they can to applause. Then new guests are selected.
This game can be offered during a dynamic pause in a frontal lesson on the topic “Getting to know the word”, asking the children to guess which animals came to them. At the beginning of the game, the speech therapist asks the children to show how the animals whose appearance he has planned sound.
Differentiation by reproduction method
Game "Sun or Rain"
Target: development of auditory attention, differentiation of non-speech sounds according to the method of reproduction.
Equipment: tambourine
Game description: The speech therapist tells the children that the weather is good, the sun is shining, and now they will go for a walk. At this time he is ringing a tambourine, and the children are walking. Then he says that the weather has turned bad and it started to rain. Now the speech therapist knocks on the tambourine and asks the children to run up to him and hide from the rain. The speech therapist explains to the children that they must listen carefully to the tambourine and “walk” or “hide” in accordance with its sounds.
This task can be offered in a frontal or individual lesson during a dynamic pause.
Differentiation by rhythm
Game "Who's Knocking?"
Target
Equipment: illustration for the fairy tale “The Three Little Pigs.”
Game description: The speech therapist tells the children that the pig is waiting for guests - his brothers. One pig knocks on the door like this: /- /- / (the speech therapist taps out the rhythm), the second one likes this: /-//, and the wolf knocks like this: //- /. The speech therapist suggests listening carefully to the rhythm and determining who is knocking.
This game can be offered in the main part of the lesson on the topic “Sounds “p”, “p”. Our guests are the piglets Pik, Pak and Pok.” The speech therapist can ask the children to teach Pika to identify by knocking who has come to him.
Game "Droplets"
Target: development of auditory perception, differentiation of rhythmic patterns.
Equipment: pictures depicting rhythms in the form of drops: drop - clap your hands, dash (dash) - pause.
Game description: The speech therapist explains to the child that the droplets sing their songs based on these pictures. The speech therapist shows the picture and claps the corresponding rhythm. Then he asks the child to listen to the rhythm and show a picture that matches this rhythm: /-/, //, /-/-/, /-//.
It is better to offer this game for the first time in the main part of an individual lesson. When the children have mastered the rules of the game, you can offer a frontal lesson at the organizational moment to divide the children into teams if a competition is planned. The speech therapist can put cards with rhythms on the teams' tables. Then the speech therapist claps a rhythm for each child. The child must determine where the card with his rhythm is and take his place.
Differentiation by sound strength
Game "Quiet - Loud!"
Target
Equipment: musical instruments.
The speech therapist plays the chosen musical instrument, sometimes quietly, sometimes loudly. Hearing the loud sound of the instrument, the children run. Hearing a quiet sound, they walk. The speech therapist can choose different tools and offer different movement options.
Game "Walk and Run"
Target: development of auditory perception, differentiation of sounds by sound strength.
Equipment: tambourine
Game description: The speech therapist knocks on the tambourine quietly, loudly and very loudly. According to the sound of the tambourine, the child performs movements: to a quiet sound he walks on his toes, to a loud sound he walks, to a very loud sound he runs.
This game can be offered during a dynamic pause in a frontal or individual lesson.
2. DEVELOPMENT OF SPEECH HEARING
Game "Guess whose voice?"
Target
Game description: the child turns his back to the other children. One of them (whom the speech therapist touches) calls the name of the leader. He must determine who called him.
Game "Frogs"
Target:
Description games: children stand in a circle and say “Here are the frogs jumping along the path with their legs outstretched. They saw a mosquito and shouted: “Kva-kva-kva!” One child in the center of the circle is blindfolded. He must determine who says “Kwa-kwa-kwa.”
This game can be offered at the organizational moment of a frontal lesson on the topic “Getting to know the word”, then conduct psycho-gymnastics, offering to portray frogs that hunt for mosquitoes: they hid and froze, caught a mosquito, and are happy.
Game "Snail"
Target: development of speech hearing, differentiation of voices by timbre.
Game description: The driver (snail) stands in the middle of the circle, he is blindfolded. Each of the players, changing their voice, asks: Snail, snail, stick out your horns, I’ll give you sugar, a piece of pie, guess who I am. The driver guesses. This game can be offered in the main part of the frontal lesson on the development of speech hearing.
Game "Guess who I am"
Target: development of speech hearing, differentiation of voices by timbre.
Game description: The driver turns his back to the children. One of the children gives a voice in a pre-arranged way (either imitating animals, or naming the sound being studied). The driver guesses who spoke.
This game can be offered in the main part of the frontal lesson on the development of speech hearing.
Game "In the Forest"
Target: development of speech hearing, differentiation of words by voice strength.
Equipment: a picture of a forest, two toys (a bear and a teddy bear).
Game description: The speech therapist shows a picture of a forest and says: “The little bear lost his mother. He walks through the forest and calls her: “Mom!”
When he is far from us, his voice is heard quietly, when close - loud. Listen and determine whether the bear cub is far or close.” The speech therapist says the word “mom” behind a screen, now loudly, then quietly, then loudly again. Then he shows the bear cub and on his behalf asks for help in finding his mother, who calls him: “Misha!” The speech therapist pronounces this word, changing the strength of his voice, and the children determine whether the bear is far away or close. At the end of the game, a bear appears and thanks the guys.
This game can be offered at the beginning of a frontal or individual lesson, setting a gaming task for the children. You can offer this game at the end of the lesson, “seeing home” the fairy-tale hero.
Game "Boom"
Target: development of speech hearing, differentiation of syllables by voice strength.
Equipment: image of two gnomes, large and small.
Game description: The speech therapist explains to the children that two gnomes, Big Boom and Little Boom, came to visit them. Big Boom always sings his favorite song loudly: “BOOM-BOOM-BOOM,” and the little gnome sings the song quietly: “Boom-boom-boom.” The speech therapist suggests listening to songs and determining who is singing.
This game can be offered at the beginning of a frontal or individual lesson.
Game "Wind or Breeze?"
Target: development of speech hearing, differentiation of sounds by voice strength.
Equipment: pictures depicting wind and breeze (trees bent low and not very low).
Game description: The speech therapist shows pictures one by one, explaining that the father-wind sings loudly: “U-U-U-U,” and the son-wind sings quietly: “oo-oo-oo.” Then he invites you to listen and determine who is singing: the wind or the breeze? The speech therapist pronounces the sound “u” either quietly or loudly.
This game can be offered after the topic is presented in the front lesson “Sound [y] and the letter “U”” or in the main part of the individual lesson that follows.
Game "Okay"
Target: development of speech hearing, differentiation of words by intonation.
Equipment: a picture of a boy, pictures-schemes depicting emotions.
Game description: The speech therapist shows a picture of a boy and says that this baby pronounces only one word - good. The speech therapist asks the child to determine by his voice when the boy is happy, when he is sad, when he is surprised, and show the corresponding picture.
This game can be offered in the main part of a frontal or individual lesson. If the game is carried out in a front lesson, then it is better to give each child a set of picture diagrams for display.
Game “Find out by intonation”
Target: development of speech hearing, differentiation of interjections by intonation.
Equipment: a picture of a doctor, picture diagrams depicting emotions (tired - “uh”, cheerful - “ah”, sad - “oh”), a screen.
Game description: The speech therapist invites children to help the doctor determine by the patient’s mood whether he is sick or healthy. The speech therapist behind the screen pronounces interjections with different intonations, asks to show the person who said so and to determine whether he is sick or healthy.
This game can be offered at the organizational moment of an individual lesson after studying the topic “Words-signs”, then conducting psycho-gymnastics (portray a tired, cheerful, sad person).
Game "Who Said?"
Target: development of speech hearing, differentiation of sounds by intonation.
Equipment: pictures depicting a sad, cheerful, angry and surprised person.
Game description: The speech therapist asks the child to look at the pictures and show a cheerful, sad, surprised person. Then he shows how each of them pronounces the word “ah” differently: ah! (joyfully), ah? (surprised), ah! (angrily), ah. (sadly). Then the speech therapist asks the child to listen carefully to who is speaking and show a picture of this person.
This game can be offered at the organizational moment of an individual lesson after studying the topic “Sound [a], letter “A””, after which psycho-gymnastics (depict a person in different emotional states).
Height differentiation
Game "Guess Who Said"
Target: development of speech hearing, differentiation of phrases by voice pitch.
Equipment: pictures depicting characters from the fairy tale “The Three Bears”.
Game description: Children are first introduced to the fairy tale. The speech therapist pronounces phrases from the text, changing the pitch of his voice, imitating the characters. Children determine who says this. It is recommended to break the sequence of characters indicated in the fairy tale.
This game can be offered at the organizational moment of a frontal lesson on the topic “Sounds [m], [m].”
Game "Kids"
Target
Equipment: screen, dolls - a girl and a boy or cards with a picture of a boy and a girl.
Game description: The speech therapist shows pictures and reads rhymes.
Our baby has been screaming since the morning.
Wah – wa – wa –
That's all he said.
The speech therapist explains that the boy screams in a low voice (shows), and the girl screams in a high voice. The speech therapist pronounces the sounds several times, changing the pitch of the voice and showing the corresponding pictures. Then the speech therapist puts the dolls behind the screen and pronounces onomatopoeia in voices of different pitches. After each presentation, the child must say who screamed, a boy or a girl.
This game can be offered in the main part of a frontal or individual lesson.
Game "In the Hospital"
Target: development of speech hearing, differentiation of onomatopoeia by voice pitch.
Equipment: pictures depicting a sad man and boy.
Game description: The speech therapist shows pictures and explains to the child that these people in the hospital are waiting for the doctor to see them. The man sighs in a rough voice: oh, oh (speech therapist shows), and the boy in a thin voice: oh, oh.
The speech therapist suggests listening carefully and determining who sighed.
This game can be offered at the beginning of an individual lesson after studying the topic “Sound [o], letter “O”.
Game "Bear and Little Bear"
Target: development of speech hearing, differentiation of sounds by voice pitch.
Equipment: two toys - a big and a small bear, a screen.
Game description: The speech therapist tells the child that guests have come to him and shows him toys. Then he reads the rhyme:
Mommy Bear puffs like a plump: Y-Y-Y.
(makes a sound in a low voice)
The little bear puffs like a donut: y-y-y.
(makes a sound in a high voice)
The speech therapist puts the toys behind the screen and asks the child to guess who is calling him: Y-Y-Y, Y-Y-Y, Y-Y-Y...
This game can be offered at the organizational moment of the frontal lesson “Sound [s] and the letter “s”” or at the organizational moment of the individual lesson that comes after it. If the game is played in a front lesson, the child sits down in his seat after the correct answer. This way, every child will take part in the game.
Development of speech attention
Game "Be careful"
Target: development of speech attention.
The speech therapist performs actions with objects, accompanying them with speech. Sometimes the speech therapist's actions and statements about what he does do not match. The child must pay attention to mistakes and correct them.
This task can be offered in the main part of an individual lesson on the topic “Action Words”.
Game "Listen and follow"
Target: development of speech attention, development of speech memory.
The speech therapist names the actions that the child must perform. The kid does them. (Depending on the child’s development level, from 2 to 4-5 instructions).
This task can be offered during a dynamic pause in an individual lesson on the topic “Action Words”.
Game "Who is more attentive?"
Target: development of sustainable speech attention.
Move: The speech therapist names the actions that the children must perform. At the same time, the speech therapist performs the same actions, sometimes making intentional mistakes. Children should be warned in advance that sometimes the speech therapist will perform actions incorrectly, and that they should rely only on the speech therapist’s speech.
This game can be offered during a dynamic pause in a frontal or individual lesson, for example, when studying the topic “Action Words”.
Game "Rigu-ragu"
Target: development of speech attention.
Game description: children stand in a semicircle in front of the speech therapist. He shakes his fists in front of him, saying: “Rigu-ragu, rigu-ragu,” the children repeat his movements. Suddenly the speech therapist puts his index fingers and little fingers in front of him, quickly saying: “A goat with horns!”, or, for example, “A horse with horns!” If the named animal has horns, children must repeat the speech therapist’s movement (show the horns). If the animal does not have horns, there is no need to repeat the movement.
This game can be used during finger gymnastics in a frontal or individual lesson, for example, when studying the topic “Action Words”.
The adopted new Federal State Educational Standards are aimed at the formation of a general culture, the development of intellectual and personal qualities, and the formation of prerequisites for educational activities that ensure social success. To successfully implement these requirements, it is necessary to ensure the diversified development of the child, taking into account his age and individual characteristics, and to achieve these goals, it is necessary to develop the ability to speak beautifully and correctly.
Introduction
Preparing children for school is an important task for preschool teachers. One of the indicators of children’s readiness for school is clear, clear, correct speech in all respects. However, as practice shows, approximately 70% of children in the preparatory school group have some kind of speech impairment. In 25%, the cause of this disorder is underdevelopment of phonemic perception. According to T. A. Tkachenko’s definition, phonemic perception is the ability to perceive and distinguish speech sounds (phonemes).
This problem worried many teachers (R. E. Levina, R. M. Boskis, N. Kh. Shvachkin, V. G. Goretsky, V. A. Kiryushkin, A. F. Shanko, D. B. Elkonina, T. A. Tkachenko and others). Research in this area has shown that primary phonemic hearing is sufficient only for everyday communication, but not enough for mastering reading and writing skills. The development of its higher forms is necessary. These highest forms are sound analysis and synthesis.
Children with FFDD are not capable of mastering sound analysis and word synthesis according to the kindergarten program. At school they have difficulty teaching them to read and write. Children have difficulty remembering letters, read slowly, and make mistakes when writing. Therefore, the main reason that prompted me to highlight this problem is the high percentage of senior preschool children with phonetic-phonemic speech underdevelopment. The solution to this problem must be carried out already in kindergarten, because this will prevent secondary speech disorders (dysgraphia and dyslexia) that arise in children while learning to read and write at school. This issue arises especially acutely when organizing correctional work with children with FFDD in a speech therapy center.
Theoretical foundations of the problem of the development of phonemic processes in children of senior preschool age with normal development and with FFND
1.1. Development of phonemic processes as the basis of literacy learning Learning to read and write is a complex process. It includes the following literacy pathways: the pathway from learning sound values to letters; way of analysis and synthesis of the sound side of speech. In their work, primary school teachers and preschool teachers use the sound analytical-synthetic method, considered by teachers V. G. Goretsky, V. A. Kiryushkin, A. F. Shanko, D. B. Elkonin, etc. This method is based on analysis and synthesis of the sound side of language and speech. This suggests that learning written language (reading and writing) must begin not with letters, but with the sounds of the native language.
When learning to read and write, according to M. M. Alekseeva and V. I. Yashina, children should be able to do the following:
1) clearly distinguish all vowel and consonant phonemes;
2) find vowel phonemes in words;
3) focus on the vowel letter and determine the hardness or softness of the preceding consonant phoneme;
4) learn consonant phonemes in combination with all vowels.
Thus, in order to master the mechanism of reading and writing, children must acquire a broad understanding of the sound side of speech. To do this, it is necessary to pay great attention to the development of phonemic awareness in kindergarten. T. A. Tkachenko gives the following definition of phonemic perception. Phonemic awareness is the ability to perceive and distinguish speech sounds (phonemes). As research in this area shows, primary phonemic hearing is sufficient for everyday communication, but not enough for mastering reading and writing skills. The development of its higher forms is necessary. These highest forms are sound analysis and synthesis.
D. B. Elkonin understands sound analysis as the ability to dissect the flow of speech, words into their constituent sounds, and establish the order of sounds in a word. He points out that when working on the sound analysis of a word, it is necessary to teach children the following:
- determine the order of syllables and sounds in a word;
- establish the distinctive role of sound;
- highlight the main qualitative characteristics of sound.
Sound analysis, unlike phonemic perception (with normal speech development), requires special systematic training. This contributes, according to T. A. Tkachenko, to the transformation of speech from a means of communication into an object of knowledge.
The reading skill is formed in a child only after mastering sound synthesis - the ability to combine speech sounds into syllables and words. According to D. B. Elkonin, reading is the reconstruction of the sound form of a word according to its graphic (letter) model. The main technique for mastering word reading is reading in the wake of analysis. In this case, a syllable or word, after preliminary analysis, is composed of letters of a split alphabet, and then, immediately after the arrangement of words into syllables and sounds, the reverse process follows - combining sounds into syllables and reading words syllable by syllable. From the very first reading exercises, you should strive to ensure that the child reads the word syllable by syllable. Gradually, children develop the skill of simultaneously perceiving two, and later three, letters.
Thus, the development of phonemic perception, sound analysis and synthesis, the formation of a broad orientation of children in linguistic reality, as well as the development of a conscious attitude towards language and speech, constitute one of the main tasks of special preparation for teaching literacy to preschool children.
So, the development of phonemic awareness, phonemic analysis and synthesis in children is of great importance for mastering reading and writing skills. One of the speech disorders in preschool children, in which phonemic processes are undeveloped, is phonetic-phonemic underdevelopment of speech. T. E. Egorov found that the simultaneous development of phonemic perception and learning to read and write exert mutual inhibition on each other. Therefore, children with FFDD experience difficulties in learning letters, read slowly, and make mistakes when writing.
Phonetic-phonemic underdevelopment of speech is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes. All of the above allows us to draw the following conclusions:
1) the sound analytical-synthetic method is the main way of teaching children to read and write;
2) the main prerequisites for teaching children to read and write is the development of phonemic processes: perception, analysis and synthesis;
3) phonemic perception does not require special training, but sound analysis and synthesis do;
4) phonemic perception is the first step in the progressive movement towards mastering literacy, sound perception is the second;
5) phonemic perception is the ability to perceive and distinguish speech sounds;
6) phonemic (sound) analysis is the ability to dissect the flow of speech, words into their constituent sounds, and establish the order of sounds in a word;
7) phonemic (sound) synthesis is the ability to combine speech sounds into syllables and words;
8) children with phonetic-phonemic speech disorders experience difficulties in perceiving and distinguishing speech sounds, in mastering sound analysis and synthesis, and this in turn leads to difficulties in school when learning to read and write.
1.2. Features of the development of phonemic processes in preschool children with normal speech development and with speech disorders
Learning to read and write is a complex process that requires children to have a broad understanding of the sound side of speech. Therefore, in preschool age it is necessary to pay great attention to the development of processes such as phonemic perception, phonemic analysis and synthesis.
Researchers of children's speech (A. N. Gvozdev, V. I. Beltikov, N. Kh. Shvachkin, G. M. Lyamina, etc.) have proven that phonemic hearing develops very early. By the age of two, children distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme (bear-bowl). However, this ability in children is formed gradually, in the process of natural development. The child begins to respond to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to a word, but only to its intonation side, and not to the objective meaning. This is the so-called period of pre-phonemic speech development.
According to N. Kh. Shvachkin, by the end of the first year of life, the word for the first time begins to serve as an instrument of communication, acquires the character of a linguistic means, the child begins to respond to its sound shell (phonemes included in its composition). Further, phonemic development occurs rapidly, constantly ahead of the child’s articulatory capabilities, which serves as the basis for improving pronunciation (A. N. Gvozdev). N. Kh. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses phonemic perception of all sounds of his native language. According to R. E. Levina, R. M. Boskis, N. Kh. Shvachkin, in the period from one to four years, the development of phonemic perception occurs in parallel with the mastery of the pronunciation side of speech. Thus, the age of 4 years can be considered the completion date for the formation of phonemic perception.
As we have previously found out, phonemic awareness is the first step in the progressive movement towards mastering literacy and does not require special training. Phonemic analysis and synthesis, on the contrary, require special training. According to N.V. Durova, it is advisable to begin the formation of orientation in sound reality in the fifth year of life, when the child shows the greatest interest in the sound form of language, phonemic accuracy of speech, sound games, and word creation. Teachers M. M. Alekseeva and V. I. Yashina believe that it is better to begin preparation for learning to read and write not in older groups, but much earlier. Thus, in the second younger group, the ability to listen attentively to the sound of a word is developed; children are introduced (in practical terms) to the terms “word”, “sound”.
In the middle group, children are taught to understand and use the words “word” and “sound” when performing exercises. They are introduced to the fact that words are made up of sounds, they sound different and similar, that the sounds in a word are pronounced in a certain sequence. Draw their attention to the duration of the sound of words (short and long). They also develop in children the ability to distinguish between hard and soft consonants by ear (without distinguishing terms), identify and pronounce the first sound in a word in isolation, and name words with a given sound. They are taught to highlight a sound in a word with their voice: to pronounce a given sound drawn out (r-r-rak), louder, clearer than it is usually pronounced, to name it in isolation.
In the senior group they teach: to analyze words of different sound structures; highlight word stress and determine its place in the structure of the word; qualitatively characterize the sounds being distinguished (vowel, hard consonant, soft consonant, unstressed vowel, stressed vowel); use appropriate terms correctly. In the school preparatory group, work on mastering the basics of literacy is completed. This involves the formation of ideas about a sentence of 2-4 words, the division of simple sentences into words indicating their sequence, learning to divide two-syllable words into syllables, compose words from syllables, and divide three-syllable words with open syllables into syllables.
However, children with language impairments have difficulty mastering the Kindergarten Literacy Program. Such disorders include phonetic-phonemic underdevelopment of speech.
With the development of speech therapy science and practice (R. M. Boskis, R. E. Levina, A. R. Luria, F. A. Rau, E. F. Rau, M. E. Khvattsev, L. F. Chistovich, N Kh. Shvachkin) it became obvious that in cases of violation of the articulatory interpretation of an audible sound, its perception may deteriorate to varying degrees. R. E. Levina and V. K. Orfinskaya found that children with combinations of impaired pronunciation and perception of phonemes have incomplete processes of formation of articulation and perception of sounds, distinguished by subtle acoustic-articulatory features.
Secondary underdevelopment of phonemic perception is also observed in cases of speech kinesthesia disorders that occur with anatomical and motor defects of the speech organs. In these cases, the normal auditory-pronunciation interaction of the mechanisms of pronunciation development is disrupted. Low cognitive activity of the child during the period of speech formation and weakened voluntary attention are also important.
With a primary disorder of phonemic perception, the prerequisites for mastering sound analysis and the level of development of sound analysis skills are lower than with a secondary disorder.
Several conditions are identified in the phonetic-phonemic development of children:
- insufficient discrimination and difficulty in analyzing only sounds that are disturbed in pronunciation. The entire remaining sound composition of the word and syllable structure are analyzed correctly. This is the mildest degree of phonetic-phonemic underdevelopment;
- insufficient discrimination of a large number of sounds from several phonetic groups with their articulation sufficiently formed in oral speech. In these cases, the sound analysis is more severely disrupted;
- with severe phonemic underdevelopment, the child “does not hear” the sounds in a word, does not distinguish the relationships between sound elements, cannot separate them from the composition of the word and determine the sequence.
The low level of phonemic perception itself is most clearly expressed in the following:
- unclear differentiation by ear of phonemes in one’s own and someone else’s speech (primarily dull-voiced, whistling-hissing, hard-soft, hissing-whistling-affricates, etc.);
- lack of preparation for elementary forms of sound analysis and synthesis;
- difficulty in analyzing the sound composition of speech.
Children with phonetic-phonemic underdevelopment often have a certain relationship between the level of phonemic perception and the number of defective sounds, i.e. The more sounds are not formed, the lower the phonemic perception. However, there is not always an exact correspondence between pronunciation and perception of sounds.
So, let's draw the main conclusions:
1) the development of phonemic processes must begin in preschool age;
2) phonemic awareness does not require special training;
3) the development of phonemic perception in children with normal speech development begins from 2-4 weeks from the beginning of birth and ends at about 4 years;
4) it is advisable to begin preparation for mastering literacy from the second junior group;
5) teaching children with normal speech development the skills of sound analysis and synthesis occurs in older preschool age;
6) children with FFND are not capable of mastering the skills of sound analysis and synthesis according to the kindergarten program and require special work.
